Includes classroom teachers, librarians, and counselors, but
not administrators

Beginning
Teacher/Mentee

A teacher employed full or part-time by the school district
who is in the first two years of professional employment with no prior teaching
experience

Professional
Development Team

Composed of the beginning teacher, the mentor, and
supervisor (usually the principal)

Practicing Teacher

A teacher employed full or part-time by the school district
who has more than two years of full or part-time teaching experience and is new
to the district.

Mentor Teacher

Stipend

1st year Mentor-$200.00

2nd year Mentor-$100.00

A teacher with six or more years of teaching experience who
serves in the role of a positive role model and developer or talent of the
beginning teacher-the mentee.In certain
situations a teacher of lesser experience may serve as a mentor.

Buddy Teacher

Stipend

1st Year
Buddy Teacher-$100.00

A teacher with five or more years of teaching experience who
serves in the role of a positive role model and developer of talent for an
experienced teacher who is new to the district.In certain situations a teacher of lesser experience may serve as a
buddy.

MENTOR/ MENTEE TEACHER PROGRAM

The Linn County R-1 School District’s Mentor/Mentee Teacher
Program has been established to provide mentoring services to teachers employed
by the district who have less than two years of teaching experience.Each beginning teacher will be assigned a
mentor teacher who is experienced in the mentor teacher’s subject area, if
possible.The mentor will work with the
beginning teacher until the teacher has completed two years of teaching
experience.

Experienced teachers who have mastered their craft and are
dedicated to promoting excellence in the teaching profession are sought as
mentors for beginning teachers just starting their careers.Mentors must play several roles including
guide, role model, sponsor, counselor, coach, resource and colleague.

The mentor should initiate preparation of the beginning
teacher’s professional development plan and, along with others, help the
teacher elaborate upon that original plan as soon as appropriate.

GUIDELINES FOR MENTOR TEACHER SELECTION

Any teacher who has two years experience and is willing to
be trained may volunteer to serve as a mentor.Ideally the mentor will be a teacher from the same grade level and/or
same area of certification as the beginning teacher.The principal is responsible for identifying
and asking teachers to serve as mentors.Mentors should be identified in sufficient time to allow for
training.Also mentors should receive
their assignments with adequate time to help beginning teachers prepare their
initial professional development plans.

MENTOR TRAINING

Thorough and consistent training of mentor teachers is very
important to the success of the program.A district’s professional development committee should arrange summer
training programs for mentors.The mentor will be required to participate in
the Mentor/Mentee Training offered by the NortheastMissouriRegionalProfessionalDevelopmentCenter.The training program for mentor teachers will
include, but not be limited to, the following:

1.The role and responsibilities of all members of the new teachers
professional

development team, including the new teacher,
the mentor teacher, the

supervisor (typically the building
principal), and the higher education

representative.

2.The role and responsibilities of the
Professional Development Committee.

3.The techniques of coaching and counseling.

4.The format and content of the professional
development plan.

5.Resources available to beginning teachers.

6.The techniques
of classroom observation.

7.Current theory and models of instruction and
classroom management.

As described in the previous section, the mentor should
initiate preparation of the beginning teacher’s professional development plan
and, along with others, help the teacher elaborate upon that original plan as
soon as appropriate.The mentor should
help the beginning teacher accomplish the goals identified in the professional
development plan.The district should be
sure the mentor has opportunities to meet with and counsel the beginning
teacher as needed.

The district’s PDC will reserve the right to reassign mentor
teachers in the event personality differences or disagreements occur that have
an effect on the constructive the implementation of the mentoring program.

MENTOR RESPONSIBILITIES

The mentor teacher will help the beginning teacher accomplish
the goals identified in the professional development plan and acquire needed
professional skills during the first two years.The mentor teacher will also be responsible for:

●
meeting regularly with the beginning teacher, both

formally and informally;

●attending
the Beginning Teacher/Mentor Paired Training through the Northeast

MissouriRegionalProfessionalDevelopmentCenter

●guiding
the beginning teacher through the daily operations of the school;

`●arranging for the beginning
teacher to visit different teachers’ classrooms, if

requested;

●demonstrating lessons to the
beginning teacher;

●observing the beginning
teacher’s teaching and providing feedback;

●being a role model in all
aspects of professionalism;

●supporting and counseling the
beginning teacher;

●keeping appropriate
documentation;

●observing the beginning
teacher once a semester or one time a year for a 2nd year

teacher followed by a post observation
conference;

●completing 20 hours of
direct contact with beginning teacher or 10 hours for a

2nd year teacher; and

●observing a veteran teacher
of another school district with beginning teacher.

The mentor’s
goals should be to help the beginning teacher develop and enhance:

●Competence-mastery of the knowledge, skills, and application which
effective

teaching required.

●Self-Confidence-belief in one’s ability to make good decisions, to
beresponsible, and to be in control.

●Self-Direction-the assurance and ability to take charge of ones
personal,

professional, and career
development.

●Professionalism-to understand and assume the ethics and
responsibilities of the

profession.

SUGGESTIONS FOR ASSISTING
THE MENTEE

Mentors can directly assist the beginning teacher by:

●making
time available on a regular basis to address the beginning teacher’s

concerns
and progress, and to ensure interaction;

●helping
the beginning teacher organize and manage materials;

●helping
the beginning teacher develop and maintain a record keeping system

●responding
to specific requests by the beginning teacher;

●informing
the beginning teacher about workshops and other activities and

opportunities
for professional involvement;

●helping
the beginning teacher understand the written and unwritten rules and

norms
of the school and community;

●observing
the beginning teacher and providing feedback to facilitate

professional
growth;

●helping
the beginning teacher develop a classroom management system;

●helping
the beginning teacher develop a discipline plan;

●assisting
the beginning teacher’s socialization to the school environment;

●modeling
and/or suggesting techniques for conferencing with parents;

●acting
as a confidant for the beginning teacher to express professional concerns;

The mentee teacher’s responsibilities include participating
in the Principal’s Orientation Checklist, a First Day Checklist, and a
Professional Development Plan.The
Professional Development Plan package is designed to be a collaborative guide
for mentor and mentee teachers as they plan for their academic year.The goals and objective selected will relate
to the teacher’s teaching assignment.Other possible items to incorporate into the final package include;
agendas from workshops and conferences attended, contracts, observations,
articles related to teaching assignments, internet sites with lesson plans you
would like to use in the future, and other ideas you would like to incorporate
in future teaching.The mentee teacher
will also be responsible for:

·Participating in the Beginning Teacher/Mentor
Paired Training through the RegionalProfessionalDevelopmentCenter;

·meeting formally and informally with mentor;

·observing mentor one time per a semester for
beginning teacher;

·participating in post observation conferences;

·completing 20 hours of direct contact with
mentor for beginning teacher and 10 hours of direct contact for a 2nd
year teacher;

·maintaining appropriate documentation for
submission to the PDC committee at the end of the school year; and

·observing a veteran teacher at another school
district with mentor (beginning teacher only).

BUDDY TEACHER PROGRAM

BUDDY TEACHER
RATIONALE

The buddy teacher is a one-year program for teachers with
more than two years of teaching experience but is new to the local district.

The buddy teacher program is to provide new, experienced
teachers to the district with the resources and information to be
successful.The focus of the program is
to orient the teacher to the norms, procedures, and expectations of the local
school district.

Buddy teachers will be assigned on a case-by-case
basis.Effort will be given to assign a
buddy that is similar in grade level or subject area.

BUDDY
RESPONSIBILITIES

The buddy teacher will help the practicing teacher
accomplish the goals identified in the professional development plan and
acquire needed professional skills during the firstyear.The buddy teacher will also be responsible for:

meeting
regularly with the practicing teacher, both formally and informally;

guiding
the practicing teacher through the daily operations of the school;

arranging
for the practicing teacher to visit different teachers’ classrooms, if
requested;

observing
the practicing teacher’s teaching and providing feedback, if requested;

being
a role model in all aspects of professionalism;

supporting
and counseling the practicing teacher;

complete
10 hours of direct contact;

maintaining
appropriate documentation for submission to the PDC committee at the end
of the school year.

The buddy’s goals should be to help the practicing teacher
develop and enhance:

Competence –master of the
knowledge, skills, and application which effective teaching requires.

Self-confidence—belief in one’s
ability to make good decisions, to be responsible, and to practice
self-control.

Self-direction- the assurance and
ability to take charge of one’s personal, professional, and career
development.

Professionalism—to understand and
assume the ethics and responsibilities of the profession.

Transition – to assist with
transition from former teaching experiences to the Linn County R-1
experience and expectations.

SUGGESTIONS FOR
ASSISTING THE PRACTICING TEACHER

A buddy teacher may be able to offer assistance in the
following areas:

●making time available on a
regular basis to address the practicing teacher’s

concerns
and progress, and to ensure interaction;

●helping
the practicing teacher develop and maintain a record keeping system

●responding
to specific requests by the practicing teacher;

●informing
the practicing teacher about workshops and other activities and

opportunities for professional involvement;

●helping
the practicing teacher understand the written and unwritten rules and

norms
of the school and community;

●assisting
the practicing teacher’s socialization to the school environment;

●acting
as a confidant for the practicing teacher to express professional concerns;

●encouraging
and supporting self-direction and autonomy;

●modeling
skillful teaching strategies;

●bringing new methods,
materials, and resources to the attention of the practicing

teacher and providing assistance in their implementation;

●conferring
with the practicing teacher regarding effective ways of meeting

The practicing teachers’ responsibilities include
participating in the Principal’s Orientation Checklist, a First Day Checklist,
and a Professional Development Plan.The
Professional Development Plan package is designed to be a collaborative guide
for buddies and practicing teachers as they plan for their academic year.The goals and objective selected will relate
to the teacher’s teaching assignment.Other possible items to incorporate into the final package include;
agendas from workshops and conferences attended, contracts, observations,
articles related to teaching assignments, internet sites with lesson plans you
would like to use in the future, and other ideas you would like to incorporate
in future teaching.The practicing
teacher will also be responsible for:

meeting
informally with buddy teacher;

observing
buddy teacher at least once during the school year, if requested;

completing
10 hours of direct contact; and

maintaining
appropriate documentation for submission to the PDC committee at the end
of the school year.

If the buddy/practicing teacher relationship is to achieve
the goals of the Buddy Program, mutual trust is necessary.The primary purpose is assistance for, not
evaluation of, the practicing teacher.The relationship should also provide a safe, confidential place for the
buddy to share new ideas, concerns, etc.Therefore, all observations, as well as discussions concerning teaching
strategies of either teacher will be strictly confidential.

PERFORMANCE BASED TEACHER EVALUATION

The Performance Based Teacher Evaluation is a process for
professional improvement which includes:

·identifying performance expectations,

·documenting performance,

·conferencing about performance,

·developing plans to improve performance,

·making personnel decisions based upon
performance

The Formative Phase
is the on-going process of data collections, documentation, conferencing, and
growth plans designed to promote professional development.

The Summative Phase
is the process of making professional judgments about performance for the
purpose of personnel decision-making.

Criteria are the
job-related expectations of the teacher based upon studies of effective
teaching and schooling.

Descriptors are
phrases describing behaviors which help to communicate the meaning of a
criterion.

Performance Areas
are groupings of criteria which are similar.

Formative Data Form
provides the format for documenting performance data collected in the formative
phase.

Performance
Improvement Plan is the form used by all staff to promote professional
improvement of criteria by identifying objectives for improvement and
procedures for accomplishing those objectives.

Summative Evaluation
Report is the document used to summarize the evaluator’s rating of
performance for each criterion.

For further
information, see Performance Based Teacher Evaluation Manual.

PERFORMANCE BASED TEACHER EVALUATION CONTINUED…

PERFORMANCE AREA I:INSTRUCTIONAL PROCESS

Criteria:

·Demonstrates appropriate preparation for
classroom instruction.

·Establishes and maintains a positive classroom
environment to promote learning.

·Demonstrates positive interpersonal
relationships with parents and community members.

PROFESSIONAL RESPONSIBILITIES

·Follows the policies, regulations and procedures
of the school district.

·Assumes school-related responsibilities outside
the classroom.

·Demonstrates a commitment of professional
growth.

STEPS IN THE TEACHING ACT

Forms related to Performance
Based Teacher Evaluation contain sections relating to “steps in the teaching
act” or “characteristic of the instructional process”.These eight teaching actions have been
identified in recent research as an organized, common-sense approach to what should
happen in the classroom.Most teachers
will recognize that these ideas are quite similar to the process they currently
use in organizing classroom instruction.These steps are guidelines for administrators and teachers during the
observation process.

The Teacher…..

Develops Anticipatory Set (Established Set):

This involves getting the students mentally prepared for the
lesson.It also involves clarifying what
will be accomplished in class, how the lesson relates to what previously has
been learned, how it ties to what will be learned, and developing motivation
for learning.

States the Objectives:

This step involves informing the students about what they
will be able to do by the end of the instruction.Teachers are more likely to do an effective
job if they have identified what they wish students to learn.By the same token, students are more likely
to achieve the objective if they know and understand the desired outcomes.

Provides (Instructional) Input:

The teacher must supply the information necessary for
students to accomplish the present objective.This also involves selecting the appropriate means (books, film,
demonstration, etc., for delivering information to students.

Models Ideal Behavior:

This is the demonstration of the skill or behavior that the
teacher desires from the student.Learning is facilitated if students see examples of an acceptable
finished product or process.

Checks for Comprehension:

It is necessary to assess whether students understand what
is being taught.The teacher needs to
check for possession of essential information as well as observe students’
performance to make sure they exhibit the skills necessary to achieve
instructional objectives.Comprehension
may be monitored as the lesson is presented and evaluated for mastery at the
culmination of a unit of information.

Provides
for Guided Practice:

Most learning required repetition and practice to properly
develop a skill or understand aconcept.The student’s initial
attempts in new learning situations should be carefully observed and guided so
they are accurate and successful.The
student needs to perform enough of a particular task so that the teacher may
provide immediate clarification as needed.

Provides Independent Practice:

Once students can perform without major errors or confusion,
they are ready to develop further by practicing without the assistance of the
teacher.Independent practice may be
desk work or homework.

Achieves Closure:

This is the culminating activity of a lesson.At the close of a lesson, the teacher should briefly
review what has been accomplished, reinforce key concepts, and establish a
frame of reference for the net lesson.

It should
be noted that all these steps will not be present in every lesson;however, many lessons include most of these
teaching steps,Educators generally
agree that in directed-teaching methodology, establishing set, stating
objectives, checking form comprehension, and achieving closure are essential
ingredients.

APPENDIX

MENTEE TEACHER ORIENTATION CHECKLIST

Part I.Principal

Introduce mentee teacher to district philosophy, goals, and
aspirations.

Familiarize mentee teacher with school policies, emergency
and other procedures.

Familiarize mentee teacher with students and community.

Familiarize mentee teacher with Performance Based Teacher
Evaluation and professional development policy.

____________________________________________

MenteeDate

___________________________________________

MentorDate

__________________________________________

PrincipalDate

PRACTICING TEACHER ORIENTATION CHECKLIST

Part I.Principal

Introduce practicing teacher to district philosophy, goals,
and aspirations.

Familiarize practicing teacher with school policies,
emergency and other procedures.

Familiarize practicing teacher with students and community.

Familiarize practicing teacher with Performance Based
Teacher Evaluation and professional development policy.

____________________________________________

Practicing TeacherDate

___________________________________________

BuddyDate

__________________________________________

PrincipalDate

FIRST DAY – ORIENTATION

CHECKLIST

Efficiency in the classroom is the hallmark of an effective
learning environment.Established
procedures, consistently applied and taught to your students at the onset of
the school year will significantly improve your classroom management time.

□Beginning Class

□Roll
call, absent, tardy, lunch count

□Academic
warm-ups

□Class
opening

□Room/School
Areas

□Share
materials among teachers

□Teacher
desk/Student desks

□Drinks,
bathroom

□Ending Class

□Putting
away materials, supplies, equipment

□Cleaning,
organizing areas

□Dismissing
class according to bells

□Discipline

□Rules
and behavior expected

□Consequences/privileges
for behavior

□Behavior
during interruptions

□Hallway,
recess, study hall discipline

□Discipline
referrals, pink slips

□Other Procedures

□Fire,
tornado drills

□Lunch
procedures, seats

□Student
helpers

□Safety
procedures

□Class
parties

□Students
bringing personal items (toys, hats, games…)

□Scheduling

□Phone
System Usage

□Student
computer use

□Work Requirements

□Use
of manuscript or cursive legibility

□Incomplete
work

□Late/missed
work

□Due
dates

□Make-up
work

□Supplies
needed

□ZAPs

□Communicating Assignments

□Posting
assignments

□Orally
giving assignments

□Provisions
for absentees

□Long
term assignments

□Homework
assignments

□Turning
in assignments

□Returning
assignments

□Grading Procedures

□Determining
grades

□Recording
grades

□Extra
credit work

□Keeping
grades, papers, assignments

□Grading
criteria

□In-class
participation assignments

□Tracking
A+ Learning Essentials

□Academic Feedback

□Rewards
and Incentives

□Posting
student work

□Communicating
with parents

□Students’
records of grades

____________________________________________

Mentee/Practicing
TeacherDate

__________________________________________

Mentor/Buddy TeacherDate

MONTH-BY-MONTH CHECHECKLIST

The following pages contain a month-by-month listing of
required and suggested activities for monthly formal contacts between the
mentor and beginning teacher and the buddy and practicing teacher.

Informal contacts should be ongoing and initiated by both
teachers.

□August

Topics to discuss:

□Orientation
with principal checklist

□First
day orientation checklist

□Beginning
of school teacher workdays

□Open
house

□SIS
system and gradebook

□Discipline
referrals

□Arrival
and dismissal times

□Extra
duties

□Field
trips, bus requests, student permission, absence form request

□Submitting
a PD request

□School
reimbursement procedure

□Completing
professional development log

□Elementary
teachers meeting

□September

Topics to discuss:

□Mid
1st quarter

□Mid-term
and progress reports

□Ineligible
list

□District-wide
assessment

□Preparing
for a substitute

□Staff
appreciation dinner

□CTA/MSTA

□Special
education in-service

□District-wide
assessments

□October

Topics to discuss:

□End
of 1st quarter

□Parent/Teacher
conferences

□Halloween
classroom party

□Professional
development/teacher workdays

□November

Topics to discuss:

□2nd
quarter mid-term

□Mid-term
and progress reports

□Phone
tree

□December

Topics to discuss:

□End
of 4th quarter

□End
of 1st semester

□School
cancellations

□Discipline
issues

□January

Topics to discuss:

□Importance
of consistence with classroom procedures

□Setting
up gradebook on SIS for 2nd semester

□Schedule
changes

□February

Topics to discuss:

□3rd
quarter mid-term

□Mid
term and progress reports

□Valentine’s
Day classroom party

□March

Topics to discuss:

□End
of 3rd quarter

□Unscheduled
parent teacher conferences

□Submitting
purchase orders for next school year

□MAP
Testing

□April

Topics to discuss:

□4th
quarter mid-term

□Mid
term and progress reports

□Ordering
pins for end of school year awards

□May

Topics to discuss:

□End
of 4thd quarter

□Elementary
track and field day

□Last
day of school procedures for students

□End
of the school year checkout procedure for teachers

OBSERVATION OF

MENTEE TEACHER FORM

(THE MENTEE TEACHER
KEEPS THIS FORM)

OBSERVER:

DATE:

DEMONSTRATOR:

TIME:

SUBJECT/GRADE/AREA:

GOAL OF OBSERVATION:

OBSERVATION SUMMARY:

FEEDBACK/SUGGESTIONS:

___________________________________________________________

Mentee
Teacher SignatureDate

___________________________________________________________

Mentor SignatureDate

SIGNATURES INDICATE THAT OBSERVATION HAS BEEN
DISCUSSED

IN A FOLLOW-UP
CONFERENCE

MENTOR/MENTEE ACTIVITY LOG

Beginning Teacher

(Must complete 20 contact hours)

DATE:ACTIVITY:HOURS:

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Total Hours:__________

Signatures verify that
we have accomplished the activities checked off above.

___________________________________________________________

Mentee
SignatureDate

___________________________________________________________

Mentor SignatureDate

­­­­­­­­____________________________________________________________

Principal SignatureDate

MENTOR/MENTEE ACTIVITY LOG

2nd Year Teacher

(Must complete 10 contact hours)

DATE:ACTIVITY:HOURS:

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Total Hours:__________

Signatures verify that
we have accomplished the activities checked off above.

___________________________________________________________

Mentee
SignatureDate

___________________________________________________________

Mentor SignatureDate

­­­­­­­­____________________________________________________________

Principal SignatureDate

BUDDY TEACHER/PRACTICING TEACHER ACTIVITY LOG

(Must complete 10 contact hours)

DATE:ACTIVITY:HOURS:

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

_____________________________________________________

Total Hours:__________

Signatures verify that
we have accomplished the activities checked off above.